Reducing the Percentage of Least Learned Competencies in Accounting I Subject of Grade 11 Accountancy, Business and Management Students of Talipan NHS through the Practice Pa More Project

Abstract

INTRODUCTION

The Philippine Senior High School Curriculum was designed to address the gap between the academic learning outcomes and the knowledge and skills required by the industry. But given the current state of the public schools amidst the implementation of the new curriculum, this noble intention can not be attained on the account of inadequacy of instructional materials and equipment which rendered a dismal students' academic performance. Thus, the Practice Pa More Project was conceptualized and implemented to address the gap in the bookkeeping competencies of Grade 11 students under the Accountancy, Business, and Management Strand.

METHODS

Descriptive-comparative research design was employed. Anchored on the principles of the law of exercise and learning by doing, the intervention program which was designed to assist the Grade 11 students was implemented. The third quarter examination results and the summative examination results after the implementation of the project served as the input data which were quantitatively analyzed using percentile, simple percentage, and dependent t-test.

RESULTS

There was a substantial percentage of bookkeeping competencies that were not met during the regular academic contacts especially those that require analytical thinking skills. This resulted to low mean scores in the third quarter examination. The considerable percentage of bookkeeping competencies was remarkably reduced after the conduct of the Practice Pa More Project. Consequently, the mean percentage scores of the students had increased after the implementation. Thus, it was claimed that the intervention program was effective and significantly instrumental in decreasing the learning gap of the students. Likewise, it was deduced from the findings that the knowledge and skills of the students who underwent the program were enhanced.

DISCUSSIONS

The results suggest that a proactive action can address the learning gap of the students. Instead of focusing on what is lacking, teachers should find feasible ways to troubleshoot the instructional issue. Creativity, innovation, and positive mindset can drive the teacher to give his contribution in achieving the overarching goal of the reinvented Senior High School Curriculum.